In a classroom grounded in Structured Literacy, teachers act notjust as instructors but as diagnosticians and learning architects.They observe, assess, and adapt instruction to ensure that each learner develops a strong foundation in the subskills of reading before progressing to higher-level literacy tasks. This is particularly transformative for neurodivergent learners, for who munstructured or implicit approaches can result in lasting academic and emotional setbacks.

Ultimately, Structured Literacy empowers educators to create inclusive,equitable, and evidence-based learning environments. It responds to the realities of how the brain learns, allowing all students—not just those who learn easily—to reach their full literacy potential.